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Auteur Emily SIMONOFF |
Documents disponibles écrits par cet auteur (39)
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How do core autism traits and associated symptoms relate to quality of life? Findings from the Longitudinal European Autism Project / Bethany OAKLEY in Autism, 25-2 (February 2021)
[article]
Titre : How do core autism traits and associated symptoms relate to quality of life? Findings from the Longitudinal European Autism Project Type de document : Texte imprimé et/ou numérique Auteurs : Bethany OAKLEY, Auteur ; Julian TILLMANN, Auteur ; Jumana AHMAD, Auteur ; Daisy CRAWLEY, Auteur ; Antonia SAN JOSE CACERES, Auteur ; Rosemary HOLT, Auteur ; Tony CHARMAN, Auteur ; Tobias BANASCHEWSKI, Auteur ; Jan K. BUITELAAR, Auteur ; Emily SIMONOFF, Auteur ; Declan MURPHY, Auteur ; Eva LOTH, Auteur Article en page(s) : p.389-404 Langues : Anglais (eng) Mots-clés : anxiety autism depression quality of life well-being Index. décimale : PER Périodiques Résumé : Previous studies suggest that some autistic individuals report lower satisfaction, or well-being, with different aspects of everyday life than those without autism. It is unclear whether this might be partly explained by symptoms of anxiety and/or depression, which affect at least 20%-50% of autistic people. In this study, we measured individual differences in well-being in 573 six to thirty-year-olds with and without a diagnosis of autism. We investigated whether individual differences in well-being were explained by autism traits (e.g. social-communication difficulties) and/or anxiety and depression symptoms. We showed that, though well-being was lower for some autistic individuals, compared to those without autism, many autistic individuals reported good well-being. Where well-being was reduced, this was particularly explained by depression symptoms, across all ages. For children/adolescents, anxiety and social-communication difficulties were also related to some aspects of well-being. Our study suggests that support and services for improving mental health, especially depression symptoms, may also improve broader outcomes for autistic people. En ligne : http://dx.doi.org/10.1177/1362361320959959 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442
in Autism > 25-2 (February 2021) . - p.389-404[article] How do core autism traits and associated symptoms relate to quality of life? Findings from the Longitudinal European Autism Project [Texte imprimé et/ou numérique] / Bethany OAKLEY, Auteur ; Julian TILLMANN, Auteur ; Jumana AHMAD, Auteur ; Daisy CRAWLEY, Auteur ; Antonia SAN JOSE CACERES, Auteur ; Rosemary HOLT, Auteur ; Tony CHARMAN, Auteur ; Tobias BANASCHEWSKI, Auteur ; Jan K. BUITELAAR, Auteur ; Emily SIMONOFF, Auteur ; Declan MURPHY, Auteur ; Eva LOTH, Auteur . - p.389-404.
Langues : Anglais (eng)
in Autism > 25-2 (February 2021) . - p.389-404
Mots-clés : anxiety autism depression quality of life well-being Index. décimale : PER Périodiques Résumé : Previous studies suggest that some autistic individuals report lower satisfaction, or well-being, with different aspects of everyday life than those without autism. It is unclear whether this might be partly explained by symptoms of anxiety and/or depression, which affect at least 20%-50% of autistic people. In this study, we measured individual differences in well-being in 573 six to thirty-year-olds with and without a diagnosis of autism. We investigated whether individual differences in well-being were explained by autism traits (e.g. social-communication difficulties) and/or anxiety and depression symptoms. We showed that, though well-being was lower for some autistic individuals, compared to those without autism, many autistic individuals reported good well-being. Where well-being was reduced, this was particularly explained by depression symptoms, across all ages. For children/adolescents, anxiety and social-communication difficulties were also related to some aspects of well-being. Our study suggests that support and services for improving mental health, especially depression symptoms, may also improve broader outcomes for autistic people. En ligne : http://dx.doi.org/10.1177/1362361320959959 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442 Introducing 'Predictive Parenting': A Feasibility Study of a New Group Parenting Intervention Targeting Emotional and Behavioral Difficulties in Children with Autism Spectrum Disorder / Victoria HALLETT in Journal of Autism and Developmental Disorders, 51-1 (January 2021)
[article]
Titre : Introducing 'Predictive Parenting': A Feasibility Study of a New Group Parenting Intervention Targeting Emotional and Behavioral Difficulties in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Victoria HALLETT, Auteur ; Joanne MUELLER, Auteur ; Lauren BREESE, Auteur ; Megan HOLLETT, Auteur ; Bryony BERESFORD, Auteur ; Annie IRVINE, Auteur ; Andrew PICKLES, Auteur ; Vicky SLONIMS, Auteur ; Stephen SCOTT, Auteur ; Tony CHARMAN, Auteur ; Emily SIMONOFF, Auteur Article en page(s) : p.323-333 Langues : Anglais (eng) Mots-clés : Anxiety Autism spectrum disorder Behavior Intervention Parenting Index. décimale : PER Périodiques Résumé : Parent-mediated interventions can reduce behavioral and emotional problems in children with ASD. This report discusses the development of the first group parent intervention targeting behaviors and anxiety in children with ASD, across the spectrum of cognitive and language ability. 'Predictive Parenting' was developed from the clinical observation (and emerging evidence base) that children with ASD struggle with 'prediction' and anticipating change. It integrates well-established parenting strategies within an ASD-specific framework. The concept was co-created with patient and public involvement panels of parents and adults with ASD. A feasibility study found the programme is acceptable and accessible. Qualitative feedback from participants was largely positive, and critiques were used to inform a larger, pilot randomized controlled trial of the intervention. En ligne : http://dx.doi.org/10.1007/s10803-020-04442-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.323-333[article] Introducing 'Predictive Parenting': A Feasibility Study of a New Group Parenting Intervention Targeting Emotional and Behavioral Difficulties in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Victoria HALLETT, Auteur ; Joanne MUELLER, Auteur ; Lauren BREESE, Auteur ; Megan HOLLETT, Auteur ; Bryony BERESFORD, Auteur ; Annie IRVINE, Auteur ; Andrew PICKLES, Auteur ; Vicky SLONIMS, Auteur ; Stephen SCOTT, Auteur ; Tony CHARMAN, Auteur ; Emily SIMONOFF, Auteur . - p.323-333.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.323-333
Mots-clés : Anxiety Autism spectrum disorder Behavior Intervention Parenting Index. décimale : PER Périodiques Résumé : Parent-mediated interventions can reduce behavioral and emotional problems in children with ASD. This report discusses the development of the first group parent intervention targeting behaviors and anxiety in children with ASD, across the spectrum of cognitive and language ability. 'Predictive Parenting' was developed from the clinical observation (and emerging evidence base) that children with ASD struggle with 'prediction' and anticipating change. It integrates well-established parenting strategies within an ASD-specific framework. The concept was co-created with patient and public involvement panels of parents and adults with ASD. A feasibility study found the programme is acceptable and accessible. Qualitative feedback from participants was largely positive, and critiques were used to inform a larger, pilot randomized controlled trial of the intervention. En ligne : http://dx.doi.org/10.1007/s10803-020-04442-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 Investigating Bullying as a Predictor of Suicidality in a Clinical Sample of Adolescents with Autism Spectrum Disorder / Rachel HOLDEN in Autism Research, 13-6 (June 2020)
[article]
Titre : Investigating Bullying as a Predictor of Suicidality in a Clinical Sample of Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Rachel HOLDEN, Auteur ; Joanne MUELLER, Auteur ; John MCGOWAN, Auteur ; Jyoti SANYAL, Auteur ; Maxim KIKOLER, Auteur ; Emily SIMONOFF, Auteur ; Sumithra VELUPILLAI, Auteur ; Johnny DOWNS, Auteur Article en page(s) : p.988-997 Langues : Anglais (eng) Mots-clés : adolescents clinical psychiatry comorbid conditions data-driven techniques epidemiology longitudinal data analysis Index. décimale : PER Périodiques Résumé : For typically developing adolescents, being bullied is associated with increased risk of suicidality. Although adolescents with autism spectrum disorder (ASD) are at increased risk of both bullying and suicidality, there is very little research that examines the extent to which an experience of being bullied may increase suicidality within this specific population. To address this, we conducted a retrospective cohort study to investigate the longitudinal association between experiencing bullying and suicidality in a clinical population of 680 adolescents with ASD. Electronic health records of adolescents (13-17?years), using mental health services in South London, with a diagnosis of ASD were analyzed. Natural language processing was employed to identify mentions of bullying and suicidality in the free text fields of adolescents' clinical records. Cox regression analysis was employed to investigate the longitudinal relationship between bullying and suicidality outcomes. Reported experience of bullying in the first month of clinical contact was associated with an increased risk suicidality over the follow-up period (hazard ratio = 1.82; 95% confidence interval = 1.28-2.59). In addition, female gender, psychosis, affective disorder diagnoses, and higher intellectual ability were all associated with suicidality at follow-up. This study is the first to demonstrate the strength of longitudinal associations between bullying and suicidality in a clinical population of adolescents with ASD, using automated approaches to detect key life events within clinical records. Our findings provide support for identifying and dealing with bullying in schools, and for antibullying strategy's incorporation into wider suicide prevention programs for young people with ASD. Autism Res 2020, 13: 988-997. © 2020 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals, Inc. LAY SUMMARY: We investigated the relationship between bullying and suicidality in young people with autism spectrum disorder (ASD). We examined the clinical records of adolescents (aged 13-18?years old) with ASD in South London who were receiving treatment from Child and Adolescent Mental Health Services. We found that if they reported being bullied in the first month after they were first seen by mental health services, they were nearly twice as likely to go on to develop suicidal thoughts or behaviors. En ligne : http://dx.doi.org/10.1002/aur.2292 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427
in Autism Research > 13-6 (June 2020) . - p.988-997[article] Investigating Bullying as a Predictor of Suicidality in a Clinical Sample of Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Rachel HOLDEN, Auteur ; Joanne MUELLER, Auteur ; John MCGOWAN, Auteur ; Jyoti SANYAL, Auteur ; Maxim KIKOLER, Auteur ; Emily SIMONOFF, Auteur ; Sumithra VELUPILLAI, Auteur ; Johnny DOWNS, Auteur . - p.988-997.
Langues : Anglais (eng)
in Autism Research > 13-6 (June 2020) . - p.988-997
Mots-clés : adolescents clinical psychiatry comorbid conditions data-driven techniques epidemiology longitudinal data analysis Index. décimale : PER Périodiques Résumé : For typically developing adolescents, being bullied is associated with increased risk of suicidality. Although adolescents with autism spectrum disorder (ASD) are at increased risk of both bullying and suicidality, there is very little research that examines the extent to which an experience of being bullied may increase suicidality within this specific population. To address this, we conducted a retrospective cohort study to investigate the longitudinal association between experiencing bullying and suicidality in a clinical population of 680 adolescents with ASD. Electronic health records of adolescents (13-17?years), using mental health services in South London, with a diagnosis of ASD were analyzed. Natural language processing was employed to identify mentions of bullying and suicidality in the free text fields of adolescents' clinical records. Cox regression analysis was employed to investigate the longitudinal relationship between bullying and suicidality outcomes. Reported experience of bullying in the first month of clinical contact was associated with an increased risk suicidality over the follow-up period (hazard ratio = 1.82; 95% confidence interval = 1.28-2.59). In addition, female gender, psychosis, affective disorder diagnoses, and higher intellectual ability were all associated with suicidality at follow-up. This study is the first to demonstrate the strength of longitudinal associations between bullying and suicidality in a clinical population of adolescents with ASD, using automated approaches to detect key life events within clinical records. Our findings provide support for identifying and dealing with bullying in schools, and for antibullying strategy's incorporation into wider suicide prevention programs for young people with ASD. Autism Res 2020, 13: 988-997. © 2020 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals, Inc. LAY SUMMARY: We investigated the relationship between bullying and suicidality in young people with autism spectrum disorder (ASD). We examined the clinical records of adolescents (aged 13-18?years old) with ASD in South London who were receiving treatment from Child and Adolescent Mental Health Services. We found that if they reported being bullied in the first month after they were first seen by mental health services, they were nearly twice as likely to go on to develop suicidal thoughts or behaviors. En ligne : http://dx.doi.org/10.1002/aur.2292 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427 Irritability in boys with autism spectrum disorders: an investigation of physiological reactivity / Nina MIKITA in Journal of Child Psychology and Psychiatry, 56-10 (October 2015)
[article]
Titre : Irritability in boys with autism spectrum disorders: an investigation of physiological reactivity Type de document : Texte imprimé et/ou numérique Auteurs : Nina MIKITA, Auteur ; Matthew J. HOLLOCKS, Auteur ; Andrew S. PAPADOPOULOS, Auteur ; Alexandra ASLANI, Auteur ; Simon HARRISON, Auteur ; Ellen LEIBENLUFT, Auteur ; Emily SIMONOFF, Auteur ; Argyris STRINGARIS, Auteur Article en page(s) : p.1118-1126 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders irritability cortisol heart rate psychosocial stress test Index. décimale : PER Périodiques Résumé : Background Irritability in people with autism spectrum disorders (ASD) is common and impairing, yet its mechanisms remain understudied. We investigated symptom reporting and mechanisms of irritability in ASD, focusing on the relation between irritability and physiological stress responses. Methods Forty-seven unmedicated boys with high-functioning ASD (hfASD) and 23 typically developing boys aged 10–16 years completed a psychosocial stress test. Changes in cortisol, heart rate and heart rate variability throughout the test were recorded. Self- and parent-reported measures of irritability were obtained. Irritability symptom reporting in the hfASD group was compared to two groups of boys without ASD: highly irritable boys (severe mood dysregulation, SMD; n = 40) and healthy-control boys (HC; n = 30). Results Boys with hfASD scored significantly higher on irritability than HC boys, and they reported a pattern of irritability symptoms closely resembling that of boys with SMD. The internal consistency of irritability in hfASD was high by parent- and self-report. Although boys with hfASD showed significant stress-induced changes in cortisol and heart rate, those who rated themselves as highly irritable had lower cortisol levels throughout the test compared to those low on irritability. Participants rated as highly irritable by their parents showed blunted cortisol and heart rate responses to stress. The effects of irritability on heart rate, but not cortisol, were accounted for by trait anxiety. Conclusions Irritability can be measured reliably in hfASD and is associated with distinct biological responses to stress. En ligne : http://dx.doi.org/10.1111/jcpp.12382 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269
in Journal of Child Psychology and Psychiatry > 56-10 (October 2015) . - p.1118-1126[article] Irritability in boys with autism spectrum disorders: an investigation of physiological reactivity [Texte imprimé et/ou numérique] / Nina MIKITA, Auteur ; Matthew J. HOLLOCKS, Auteur ; Andrew S. PAPADOPOULOS, Auteur ; Alexandra ASLANI, Auteur ; Simon HARRISON, Auteur ; Ellen LEIBENLUFT, Auteur ; Emily SIMONOFF, Auteur ; Argyris STRINGARIS, Auteur . - p.1118-1126.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 56-10 (October 2015) . - p.1118-1126
Mots-clés : Autism spectrum disorders irritability cortisol heart rate psychosocial stress test Index. décimale : PER Périodiques Résumé : Background Irritability in people with autism spectrum disorders (ASD) is common and impairing, yet its mechanisms remain understudied. We investigated symptom reporting and mechanisms of irritability in ASD, focusing on the relation between irritability and physiological stress responses. Methods Forty-seven unmedicated boys with high-functioning ASD (hfASD) and 23 typically developing boys aged 10–16 years completed a psychosocial stress test. Changes in cortisol, heart rate and heart rate variability throughout the test were recorded. Self- and parent-reported measures of irritability were obtained. Irritability symptom reporting in the hfASD group was compared to two groups of boys without ASD: highly irritable boys (severe mood dysregulation, SMD; n = 40) and healthy-control boys (HC; n = 30). Results Boys with hfASD scored significantly higher on irritability than HC boys, and they reported a pattern of irritability symptoms closely resembling that of boys with SMD. The internal consistency of irritability in hfASD was high by parent- and self-report. Although boys with hfASD showed significant stress-induced changes in cortisol and heart rate, those who rated themselves as highly irritable had lower cortisol levels throughout the test compared to those low on irritability. Participants rated as highly irritable by their parents showed blunted cortisol and heart rate responses to stress. The effects of irritability on heart rate, but not cortisol, were accounted for by trait anxiety. Conclusions Irritability can be measured reliably in hfASD and is associated with distinct biological responses to stress. En ligne : http://dx.doi.org/10.1111/jcpp.12382 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269 Language growth in children with heterogeneous language disorders: a population study / Courtenay F. NORBURY in Journal of Child Psychology and Psychiatry, 58-10 (October 2017)
[article]
Titre : Language growth in children with heterogeneous language disorders: a population study Type de document : Texte imprimé et/ou numérique Auteurs : Courtenay F. NORBURY, Auteur ; George VAMVAKAS, Auteur ; Debbie GOOCH, Auteur ; Gillian BAIRD, Auteur ; Tony CHARMAN, Auteur ; Emily SIMONOFF, Auteur ; Andrew PICKLES, Auteur Article en page(s) : p.1092-1105 Langues : Anglais (eng) Mots-clés : Language disorder language trajectories longitudinal study comorbidity Index. décimale : PER Périodiques Résumé : Background Language development has been characterised by significant individual stability from school entry. However, the extent to which trajectories of language growth vary in children with language disorder as a function of co-occurring developmental challenges is a question of theoretical import, with implications for service provision. Methods SCALES employed a population-based survey design with sample weighting procedures to estimate growth in core language skills over the first three years of school. A stratified sample (n = 529) received comprehensive assessment of language, nonverbal IQ, and social, emotional and behavioural difficulties at 5–6 years of age and 95% of the sample (n = 499) were assessed again at ages 7–8. Language growth was measured using both raw and standard scores in children with typical development, children with language disorder of unknown origin, and children with language disorders associated with a known clinical condition and/or intellectual disability. Results Overall, language was stable at the individual level (estimated ICC = 0.95) over the first three years of school. Linear mixed effects models highlighted steady growth in language raw scores across all three groups, including those with multiple developmental challenges. There was little evidence, however, that children with language disorders were narrowing the gap with peers (z-scores). Adjusted models indicated that while nonverbal ability, socioeconomic status and social, emotional and behavioural deficits predicted initial language score (intercept), none predicted language growth (slope). Conclusions These findings corroborate previous studies suggesting stable language trajectories after ages 5–6 years, but add considerably to previous work by demonstrating similar developmental patterns in children with additional nonverbal cognitive deficits, social, emotional, and behavioural challenges, social disadvantage or clinical diagnoses. En ligne : http://dx.doi.org/10.1111/jcpp.12793 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321
in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1092-1105[article] Language growth in children with heterogeneous language disorders: a population study [Texte imprimé et/ou numérique] / Courtenay F. NORBURY, Auteur ; George VAMVAKAS, Auteur ; Debbie GOOCH, Auteur ; Gillian BAIRD, Auteur ; Tony CHARMAN, Auteur ; Emily SIMONOFF, Auteur ; Andrew PICKLES, Auteur . - p.1092-1105.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1092-1105
Mots-clés : Language disorder language trajectories longitudinal study comorbidity Index. décimale : PER Périodiques Résumé : Background Language development has been characterised by significant individual stability from school entry. However, the extent to which trajectories of language growth vary in children with language disorder as a function of co-occurring developmental challenges is a question of theoretical import, with implications for service provision. Methods SCALES employed a population-based survey design with sample weighting procedures to estimate growth in core language skills over the first three years of school. A stratified sample (n = 529) received comprehensive assessment of language, nonverbal IQ, and social, emotional and behavioural difficulties at 5–6 years of age and 95% of the sample (n = 499) were assessed again at ages 7–8. Language growth was measured using both raw and standard scores in children with typical development, children with language disorder of unknown origin, and children with language disorders associated with a known clinical condition and/or intellectual disability. Results Overall, language was stable at the individual level (estimated ICC = 0.95) over the first three years of school. Linear mixed effects models highlighted steady growth in language raw scores across all three groups, including those with multiple developmental challenges. There was little evidence, however, that children with language disorders were narrowing the gap with peers (z-scores). Adjusted models indicated that while nonverbal ability, socioeconomic status and social, emotional and behavioural deficits predicted initial language score (intercept), none predicted language growth (slope). Conclusions These findings corroborate previous studies suggesting stable language trajectories after ages 5–6 years, but add considerably to previous work by demonstrating similar developmental patterns in children with additional nonverbal cognitive deficits, social, emotional, and behavioural challenges, social disadvantage or clinical diagnoses. En ligne : http://dx.doi.org/10.1111/jcpp.12793 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 Loss of language in early development of autism and specific language impairment / Andrew PICKLES in Journal of Child Psychology and Psychiatry, 50-7 (July 2009)
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PermalinkA multimodal approach to emotion recognition ability in autism spectrum disorders / Catherine R. G. JONES in Journal of Child Psychology and Psychiatry, 52-3 (March 2011)
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PermalinkRandomized controlled double-blind trial of optimal dose methylphenidate in children and adolescents with severe attention deficit hyperactivity disorder and intellectual disability / Emily SIMONOFF in Journal of Child Psychology and Psychiatry, 54-5 (May 2013)
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PermalinkResearch Review: The role of diet in the treatment of attention-deficit/hyperactivity disorder – an appraisal of the evidence on efficacy and recommendations on the design of future studies / Jim STEVENSON in Journal of Child Psychology and Psychiatry, 55-5 (May 2014)
PermalinkScreening for co-occurring conditions in adults with autism spectrum disorder using the strengths and difficulties questionnaire: A pilot study / James FINDON in Autism Research, 9-12 (December 2016)
PermalinkSevere mood problems in adolescents with autism spectrum disorder / Emily SIMONOFF in Journal of Child Psychology and Psychiatry, 53-11 (November 2012)
PermalinkThe Association Between Social Cognition and Executive Functioning and Symptoms of Anxiety and Depression in Adolescents With Autism Spectrum Disorders / Matthew J. HOLLOCKS in Autism Research, 7-2 (April 2014)
PermalinkThe association between theory of mind, executive function, and the symptoms of autism spectrum disorder / Catherine R. G. JONES in Autism Research, 11-1 (January 2018)
PermalinkThe Croydon Assessment of Learning Study: Prevalence and educational identification of mild mental retardation / Emily SIMONOFF in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)
PermalinkThe experience of friendship, victimization and bullying in children with an autism spectrum disorder: Associations with child characteristics and school placement / Emma ROWLEY in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
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